Objectives: The aim of this study was to investigate the effectiveness of web- based learning strategies as a supplement to conventional undergraduate education in periodontology, with a special focus on the development of self-assessment skills. Methods: A cohort (3rd semester of studies, 2002) of undergraduate dental students was randomised into an experimental (n = 26) and a control group (n= 26). As a supplement to their education in clinical Periodontology, all groups went through 4 identical learning cases in during a period of 1 month. The experimental group received the cases through an interactive web-application, while the control group through a static web page. After the end of the learning phase, both groups were assessed blindly by two assessors during the Interactive Examination methodology. Results: There was a moderate agreement between the two assessors, but both did not find any significant differences between the two groups with regard to self-assessment skills and overall performance of the students. Students received positively the Internet support, but several attitude differences were observed between the two groups during the study. Time on task and competence with computers was positively correlated to assessment results for both groups. Conclusions: At the basis of these findings, it remains unclear if computer-based applications with automated feedback can constitute an effective remedial support for the improvement of self-assessment skills of students. In addition, for such applications to be successfully accepted, two factors are critical: students must have a clear perception of the benefits deriving from the use of the software and the use of the software should be integrated in the curriculum replacing some of the existing workload.

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